20.500.12556/RUL-87731 Beyond the use of an explanatory key accompanying submicroscopic representations When learning chemistry, students encounter various visualizations introducing scientific concepts and processes unobservable to the naked eye. It is often assumed that these visualizations support students’ understanding and enable them to solve problems more efficiently. The research presented here investigates students’ use of an explanatory key while solving tasks based on submicroscopic representations. The following features of the explanatory key were examined: 1) colored versus black-and-white, and 2) pictorial versus textual. Eye-fixation patterns and students’ verbal explanations indicated that the presence of color in the key does not influence students’ task solving. However, significant differences were observed with regard to a textual versus pictorial key used in the tasks: students spent more time and fixated more frequently on the key while solving tasks using a textual key in comparison to a pictorial key. The results indicate that the type of explanatory key might play an important role in revealing students’ representational competence with regard to submicroscopic representations. Pri učenju kemije se učenci, dijaki in študenti srečujejo z različnimi vizualizacijskimi gradniki, ki ponazarjajo delčno raven naravoslovnih pojmov in procesov. Pri tem se pogosto privzame, da so ti vizualizacijski gradniki učečim v podporo pri razumevanju in da so jih sposobni učinkovito uporabiti pri reševanju nalog in problemov. Name raziskave je bil preučiti uporabo legende med reševanjem nalog, ki temeljijo na submikroskopskih reprezentacijah. Preučevane so bile naslednje lastnosti legende: (1) barvna napram črno-bela, in (2) slikovna napram besedilna. Vzorci očesnih fiksacij in ustne razlage študentov so pokazali, da uporaba barvne legende v primerjavi s črno-belo ne vpliva na število in čas fiksacij pogleda študentov na legendo med reševanjem nalog. Ugotovljene pa so bile pomembne razlike povezane z uporabo slikovne napram besedilni legendi; tako študenti namenijo več časa in pogosteje fiksirajo pogled na besedilno legendo v primerjavi s slikovno. Rezultati kažejo, da ima lahko način vključitve in vrsta uporabljene legende pomembno vlogo pri razvijanju razumevanja reprezentacijske kompetence učečih v zvezi z submikroskopskimi reprezentacijami. representational competence submicroscopic representations learning chemistry explanatory key eye tracking vizualizacijski gradniki reševanje nalog legende true false true Angleški jezik Slovenski jezik Podatek o licenci CC BY je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 11. 8. 2025) Članek v reviji 2016-12-13 02:44:28 2017-08-31 08:26:29 2025-08-20 15:41:05 0000-00-00 00:00:00 2016 0 0 Str. 864-873 no. 4 Vol. 63 2016 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:54 1318-0207 10.17344/acsi.2016.2835 11383113 Ferk_Beyond.pdf Ferk_Beyond.pdf 1 7202C2BC4AE73211B8C955EF8BB9EA3A 2c553dfa58a934b48886d25b5e622fb3ef64b0573f5db4414ca16dd704174f2b d09c0a17-1aac-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=205296 https://acsi-journal.eu/index.php/ACSi/article/view/2835 0 cb70eb3c-7dc9-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=214420 Pedagoška fakulteta 0 0 0